Você está na página 1de 5

TESOL Certificate Programs

Observation Notebook

Observation Report Form

Name of Observer Hsin-Yu (Teresa) Hsu Observation # 03

Date Observation Class Skill/Content Level Teacher


Environment*
31st Room 140 324 Reading & 300 Amy Lee
Oct UCR Extension Writing
*Include the URL if the class was online

WRITE THE OBJECTIVES ACCORDING TO THE OBSERVATION GUIDELINES:


AT THE END OF THE LESSON, STUDENT WILL BE ABLE TO
1. PARTICIPATE IN THE GROUP DISCUSSION ON THE SYNTHESIS TASK
2. PRVIDE USEFUL INFORMATION FROM BOTH READING TO COMPLETE THE COMPARISON
CHART IN THE TEXTBOOK
3. CREATE IMPERATIVE SETNENCES BASED ON THE INFORMATION GATHERED IN THE
SYNTHESIS TASK

Notes while observing:

Setting & Materials

Classroom environment In-class materials

- Halloween candies were given. - Textbook: North Star 2- Reading and Writing.
- There is a world map on the wall Reading 1 P.85/ Reading 2 P.88,89 / Synthesis
task P.92
Teaching

Time The instructor

9:00-9:05 1. announced what will be covered in todays lesson: checked answers of


the reading and writing midterm exam and then move on to Chapter 4
of the textbook
9:05 - 9:15 2. checked answers of the exam by went through every questions and let
students provide answers
3. for blanks 17-19, told the class that this part was a little challenging

Last Updated: 6/14/2017 1:32 AM


TESOL Certificate Programs
Observation Notebook
Time The instructor

for some students because they had to choose only three information
sentences from the box to fill in the paragraph
4. move to part II of the exam complete the outline, told the students
that this was also challenging for some students
5. went through the writing rubric checklist, told students that each x
mark on the checklist tells students strength and weakness in writing,
students should keep those in mind so that they can improve next time
9:15-9:18 6. started the lesson for Chapter 4
7. told the students they will be group work (2 groups of 4/1 group of 5)

9:18-9:22 8. told students that they were going to talk about reading 1 (they have
already both reading articles yesterday)
In your group, talk to your members what do you remember about
subway in New York city?
9. assigned one group leader for each group and remind him/her they
should lead the group discussion
10. told the students to discuss reading 2 (subway in Tokyo)
9:22-9:30 11. synthesis task (p.92) before students work on the task, asked students
what is synthesis
12. reminded students that they were going to complete the chart in groups,
they had to make decisions together
The chart is about rules in the subway, students is going to compare
which rule is mentioned in reading 1 (NYC) and which is mentioned in
reading 2 (Tokyo) or, which rule is mentioned in both reading.
9:30-9:35 13. stood in the middle of the classroom and joined each group discussion
for a couple minutes

9:35-9:40 14. went through the comparison in the previous discussion.


15. Told students they were going to do an individual writing based on the

Last Updated: 6/14/2017 1:32 AM


TESOL Certificate Programs
Observation Notebook
Time The instructor

comparison chart.
16. introduced the grammar for the writing-imperative sentences. Typed
examples on the TV screen.
Example
1. Dont put your feet on the seat!
2. You should not put your feet on the seat.
3. Please dont put your feet on the seat.
4. Remember to keep your feet on the floor.
17. ranked the examples with students based on the politeness each
sentence showed
9:40-9:50 18. typed two imperative sentences using one rule mentioned in the
textbook on the screen
Examples
1. In Tokyo you should not talk on a cell phone, but you can in NYC.
2. Although you should not talk on a cell phone in Tokyo, you can in
NYC.
19. checked the writing work of students who finished first and gave
feedback on their sentences
20. helped one student who had questions while writing, looked at the
sentence he wrote and told him how he can revise the sentence
21. told students that this class will end at 10:00 and they will take a break
from 10:00-10:10
10:00 End the observation

Last Updated: 6/14/2017 1:32 AM


TESOL Certificate Programs
Observation Notebook
What did you learn about teaching or learning from this lesson as it relates to the
theory you have studied in your TESOL classes? Include at least one reference (with
an in-text citation) to support your response. (250-500 words)

Instead of just lecturing in the classroom, teachers are facilitators of learning,

providing students with the information and tools they need to master a subject. At times,

teachers act like tutors, working with small groups of students or individual students

within the classroom or after class. Teachers also play the role of evaluators, constantly

assessing students' abilities through formal and informal assessments, providing

suggestions for improvement and assigning grades.(Zeiger,2000) I have learned a lot

from this program on the issue of teachers role in language learning in different subjects.

I tried to integrate knowledge I learned from my high school major in early childhood

education, my bachelor degree major in foreign language instruction and my working

experiences. I found that teachers role in the classroom is a really important factor in

teaching among subjects. How did the teacher switch his/her role in the English

classroom was also one of the focuses in my observation.

In the lesson I observed, I found that the role of the instructor changed from the

leader who led students to check answers of their exam, to facilitator who helped students

be more familiar of the new grammatical knowledge with examples modeled, to a tutor in

the group discussion who discussed the issues with small groups, and then the monitor

who checked individuals writing works on the imperative sentences. Each roles that she

turned into influenced students learning. Developing a variety of roles in the classroom

can also ease students so that they wont feel like the lesson is always controlled and

teacher-centered.

Last Updated: 6/14/2017 1:32 AM


TESOL Certificate Programs
Observation Notebook
I also found that the synthesis task helped students to review what they have read.

The pre-discussion before doing the comparison checklist in groups was also effective for

peer learning because students had opportunity to share the knowledge they received

from the readings, which was also another good example of student-centered activity. It

was also important to learn synthesizing strategy for reading comprehension because

students will be able to gather new ideas from the reading, interpret the ideas and

combined them with their prior knowledge in order to complete the task (comparison

chart). Such task and reading strategy benefits the learners because it can ease their

anxiety on reading in a second/foreign language and build up a sense of achievement

after the task is completed, which they will be more motivated for using the language in

real-life situations and interactions.

Reference

Zeiger, S (2000). What Is the Role of Teachers in Education? Retrieved from

https://owl.english.purdue.edu/owl/resource/560/10/

Last Updated: 6/14/2017 1:32 AM

Você também pode gostar